Lessons from Lockdown:Inclusion

Scott Hickman

Childcare Inclusion Manager

Hampshire County Council

Context

• Special Educational Needs Support - not Education, Health and Care Plan (EHCP)

• Early Years - Pre-schools, nurseries and childminders (EY settings) – not schools

• We are learning too

• Subject to change!

• Most importantly: context that we must never forget…

Our friends at Ofsted……

A child’s earliest years, from their birth to the time they reach statutory school age, are crucial. All the research shows that this stage of learning and development matters more than any other.

If we get the early years right, we pave the way for a lifetime of achievement. If we get them wrong, we miss a unique opportunity to shape a child’s future.

Unknown children - destined for disadvantage? Ofsted July 2016

Context:General support to the Sector

Increased Communications

Website, FAQs, online resources, email contact, brokerage

Webinars to support opening/public health and out of school

Financial Support Forward payment in April of EYE funding to help cashflow

EYE funding to support child who moves temporarily due to capacity issues or temporary closure of usual setting

Small fund for Exceptional Covid 19 expenses

Engagement with Central GovernmentOfficer engagement with DfE, ADCS, MPs

ContextCovid-19 Impact – Attendance and Provision - All children

Childcare Market as at 29 June

Provider type

% O

pe

n

Early Years Approved Providers

After School club EYE 50%

Holiday Playscheme EYE 100%

Childminder EYE 78%

Day Nursery 92%

Pre-school EYE 95%

Governor Run Nursery EYE 100%

Maintained Nursery EYE 100%

Nursery Unit of Ind. School EYE 69%

Total EYE 85%

Other Childcare

Non EYE Childminder 4%

Out of School clubs 3%

Context Vulnerable children tracking during Covid-19

• Early Help Hub (EHH), Children in Need (CiN), Child Protection (CP), EHCP

• What was on the news that week? Could we contact settings?

646 646

687657

618 608 618

617

495 495

601 589 597 598

218179

109

334354

387404

0

50

100

150

200

250

300

350

400

450

500

550

600

650

700

750

11/05/2020 18/05/2020 25/05/2020 01/06/2020 08/06/2020 15/06/2020 22/06/2020

Nu

mb

er o

f ch

ildre

n

Week commencing

Vulnerable children attendance during Covid-19

Number of vulnerable children*

Number we have recieved information about

How many vunerable childre are in a settings**

* EHH, CIN, CP, EHCP** Early Years Pre-school, nursery or

childminder

ContextChildren with SEND attendance: SEN Inclusion Fund (IF) proxy

1

1312

13

20

24

2728

27

20

16

10

12

14

11

9

56

3

65

11

9

4

2 2

5

2 2 2 2 20

5

10

15

20

25

30

11/05/2020 18/05/2020 25/05/2020 01/06/2020 08/06/2020

Nu

mb

er o

f ch

ildre

n w

ith

SEN

IF -

awar

ds

aft

er 1

9 M

arch

Week commencing

Attendance of children supported via SEN Inclusion Funding during Covid-19 (Total of 42 Children)

AttendingNot attendingNot attending through parental choiceNot attending due to parent or child shielding or awaiting medical adviceNot attending as setting closed or short staffedNot attending as setting closed for half term only

Discussions with setting

• CDC survey

• 2 weeks in late June

• 9 webinars and 195 participants

• Challenges

• Opportunities

What did settings experience?Challenges Enablers Feedback

The same challenges as for running

a setting for all children, but

sometimes magnified for children

with SEND (Every child is different)

Surgeries (TEAMS)

Helpline

Webinars

Moodle (online learning platform)

‘Thank you to the Hants team for supporting us through this with all of the updated FAQs

and regular info. Much appreciated’

Setting staff emotional well-being

‘We have had challenges with key

worker places being offered to staff

especially staff with SEND children’

Regular contact from support services

via phone calls, webinars and week

vulnerable children check

Brokerage

‘Virtual sessions with sector to share experiences [are helpful]’

Access to support from Inclusion

teams

Moodle/You tube and bite sized

FAQS

Consent

‘Up side, child referred to portage got through the system quicker and being actioned

already, likewise one with paediatrician phone call way quicker than if they had to wait for

a face to face appointment.’

‘So much support from the lovely Portage Home Visitor’

‘Also using Teams to have a meeting with a parent and child who were abroad and their

Educational Psychologist to be able to complete their EHCP.’

‘We attend speech and language appointments with our parents these are now being

done remotely so we are still attending and supporting our parents and children’

Speed of change FAQ

Contextualise

Empowerment and risk assessment

What did settings experience?Challenges Enablers Comments

Home learning

‘Having that key time with the child and parent.’

‘How do you get those parents to engage who

don't want to!’

‘Getting parents to engage particularly traveller

families’

Specific provider briefings (how to – links to

factsheets, research, tried and trusted

methods)

Access to Portage

Moodle (online learning platform)

Portage resources bank

‘Constant emails and ringing home is taking place’

‘Love the webinars as can 'attend' but still be present in setting if

needed’

‘Sometimes fact sheets give you the information to work through

when you are actually doing something and you can use it in your

own time.’

‘Where on the Moodle do we find the resources for home learning for

parents?

Multiple Transitions

‘Children returning and forgotten how to listen!

Transition Steering Group

TEAMs/ZOOM/WhatsApp

Not doing traditional transitions at all!!!

‘We have done fantastic zoom meetings with schools as part of the

transition’

‘Positives - no transition sessions at the schools for these children

which lessens any worry for them, as they try to get their heads

round the changes they will come up against after a 6 week break! I

think allowing them to see out their preschool time, then look at

transition for them after summer has been less distressing for them’

‘Not just SEN children, but all children have benefitted from not

having the confusing time of transition during the summer months!

Spitting and dribbling PH guidance

Social care, schools etc – recovery plan

‘Different in every case’

What did settings experience?Challenges Enablers Comments

Physical space Previous zoning – enabling

environments

Additional staff for intensive support SEN Inclusion Funding

Expectation for home learning

Shielding Home learning

Changes to environment, especially for children with Social Communication Needs

‘Caused more challenges as they have had a very different life and out of routine’

‘Children felt lost because of so few resources.’

‘One to one support whilst maintaining social distancing is challenging as they are very sensory.’

Quieter environment

Quiet spaces

‘Ordinarily available’ Social stories, visuals etc

‘I've found that the children are coping so much better with a less busy and quieter environment and enjoying working in a much smaller group.’

But new challenges:• More children• Different entry and exit

‘Time needed for them to get used to the new environment.’

Support for parents: mental health an the worries of

children

Zoom. WhatsApp. TEAMS...

Time

Access to Portage and Area InCos

Peer support through online sharing of

approaches

‘Zoom meetings with families have been very positive and well

received’

‘Hi, I can recommend a book called 'How feather frog feels' by Katie

Rogers. Its a new book only out this week about feelings with anxiety’

What did the Local Authority experience when supporting settings and families?

Challenges Enablers

2 year restructure vs 3 day restructure Surgeries (TEAMS) and helpline

Moodle/You tube and bite sized

Webinars

Early implementation

Oversight Vulnerable children return to Department for Education

Home learning (Portage) Transition Steering Group

TEAMs/ZOOM/WhatsApp

Moodle/You tube and bite sized

PH guidance

Social care etc – recovery plan

Waiting list calls (prioritise transition to school)

Transition support Transition Steering Group (co-production)

Continuing Care SEN IF (joint commissioning – co-production)

DAF

Time to talk (well being) Flexible and reassuring leadership – modelling

Needs of our own team

- Physical

- Life

- Want to work with families in their homes

Management priority (No 1. agenda item)

Equipment for our staff

Recovery plan

Leaning from Covid-19Stop. Start. Continue.

Theme Transformation Covid-19 Future

• Recognition and empowerment

• SfYC Inclusion Team 2001/2

• Setting experience

• New challenges in 2020

A blended offer

Empowerment and Self Help

Intensive support

• Self help• Home learning • Intensive setting

support

• Deliver some things differently to increase the priority support

• Flexible • Accessible

• SOP and Local Offer • Simple and consistent • Clarity

• Modernising and digital transformation

• More accessible • Give them what they need, not what we need to give then

Childcare sourced for those who need(ed) it. Provision currently keeping pace with demand.Continued support to the sector.